Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification.....
K = What do you know? W = What do you want to learn? L = What have you learned? (we'll do this last one later)
K
Games are fun and stimulating.
Players can learn complex rules and manipulate them to be competitive from very young ages. Many games involve learning and juggling vast amounts of information at one time.
Games are underused in education. What games there are for education tend to be substandard and are merely wrapping some kind of skin around regular question and answer drills.
Gamification is something that almost everyone has done at some stage.
W
How to create and use genuinely fun games to engage students' learning. What game mechanics are good, which ones are bad, and any that are ugly.
How to integrate these into current syllabus and curriculum requirements; especially how to assess and document outcomes achieved through these methods.
L
What needs to be done to make any GBL or gamification work is careful planning and preparation.
How to get started.
Reflection
Games are a powerful tool through which students can be introduced to and retain information and skills that will help them in all aspects of life. Effective game based learning requires careful consideration of how and why games work to elicit emotions, stimulate, engage, and feed back.
Level 2
Where do I start?
Students are able to understand how to use graphs to extrapolate and interpolate data. Gamification can be as simple as applying it to a different context that is relevant and may help them score points or some other reward.
Observe and reflect I think that the challenge of the game or task can drive people to continue persevering with it but requires a seemingly simple and easily accessible beginning. Building on a simple set of rules over time lulls people into a false sense of being able to achieve even though you might get to a point where it's impossible.
Level 3
Premiers Reading Challenge Reflection
The PRC involves a fairly simple task based achievements incentive. What's interesting about these kinds of things is that the "prizes" (certificates and such) have next to zero practical value. Similarly, badge type rewards (especially online based badges) are largely meaningless. It makes me think of scout badges but with so many participants and exposure to society, we valued them on a much broader scale. There might be a shared experience from having been a scout and so the value is there.
Zombie Learning Reflection
The ZBL is a good example of how no specialist skills are needed to implement a GBL activity. The fact that it doesn't seem to have a completely online version is a good thing. It's planning for advancement and achievements that is critical. Most of this is simply zone of proximal development.
You Try/ A final reflection
Gamification and GBL can be a very useful tool but it is just one of many ways in which learning can be enhanced. Looking for technology driven solutions may not be necessary or the best approach depending on the skills of the staff and students as well as their learning styles. I think that I'd like to incorporate a lot of the key ideas into my lessons but will need to carefully plan and prepare before play testing anything.
Badges & Rewards
Level 1
KWL (Levels 1 and 3)
Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification.....K = What do you know?
W = What do you want to learn?
L = What have you learned? (we'll do this last one later)
K
W
L
Reflection
Games are a powerful tool through which students can be introduced to and retain information and skills that will help them in all aspects of life. Effective game based learning requires careful consideration of how and why games work to elicit emotions, stimulate, engage, and feed back.Level 2
Where do I start?
Students are able to understand how to use graphs to extrapolate and interpolate data. Gamification can be as simple as applying it to a different context that is relevant and may help them score points or some other reward.Observe and reflect
I think that the challenge of the game or task can drive people to continue persevering with it but requires a seemingly simple and easily accessible beginning. Building on a simple set of rules over time lulls people into a false sense of being able to achieve even though you might get to a point where it's impossible.
Level 3
Premiers Reading Challenge Reflection
The PRC involves a fairly simple task based achievements incentive. What's interesting about these kinds of things is that the "prizes" (certificates and such) have next to zero practical value. Similarly, badge type rewards (especially online based badges) are largely meaningless. It makes me think of scout badges but with so many participants and exposure to society, we valued them on a much broader scale. There might be a shared experience from having been a scout and so the value is there.Zombie Learning Reflection
The ZBL is a good example of how no specialist skills are needed to implement a GBL activity. The fact that it doesn't seem to have a completely online version is a good thing. It's planning for advancement and achievements that is critical. Most of this is simply zone of proximal development.You Try/ A final reflection
Gamification and GBL can be a very useful tool but it is just one of many ways in which learning can be enhanced. Looking for technology driven solutions may not be necessary or the best approach depending on the skills of the staff and students as well as their learning styles. I think that I'd like to incorporate a lot of the key ideas into my lessons but will need to carefully plan and prepare before play testing anything.